A recent conversation with a colleague brought up an interesting topic: the types of reinforcers we consider when determining the function of behaviors in our kiddos. As BCBAs, we often focus on tangible items that children can access, such as edibles, toys, electronic devices, or even specific locations (playground) and people. We're pretty adept at noting these preferences—especially if the reinforcer is something that the learner can get their hands on. Whether it's a toy, an iPad, or a favorite game, these items provide tactile stimulation and interaction that kids enjoy. They are things that we can easily see.
However, there's another powerful, yet often overlooked, reinforcer that I want to highlight today: escape. More specifically, I want to discuss a particular form of escape that can be incredibly powerful yet sometimes forgotten about—a simple game of chase.
For me, it’s fairly easy to recall a time when a learner suddenly bolted from the table during a session. My immediate assumption might have been that they're trying to escape the task at hand, and that was certainly a valid hypothesis. Kids do run away to avoid activities that aren’t crazy about. We’ve all seen it. But after observing these behaviors repeatedly, we might notice a common pattern: they gravitate towards unsupervised areas and they seem to love every second of our running after them.
Chase is a potent reinforcer.
And, that’s the point.
In those instances where your learner might be bolting from their work space, it may not simply be about avoiding a task; it's about the thrill of the pursuit. If you think about it, it makes sense. The feeling of almost being caught, but just managing to get away, provides a huge rush. This element of escape—the pursuit itself—is a stimulus that many kids find incredibly reinforcing.
When diagnosing the function of such behaviors, our initial thought might be that the child is simply trying to escape an unpleasant task or environment.
But often, there's way more to it.
It’s quite possible that they are driven by the exhilarating feeling of being chased, and the adrenaline rush that comes with narrowly escaping capture.
So, if that’s the case, where do you go from here?
Well, the first step is to find games that mimic those sensations that are present in a full blown episode of elopement—namely this thrilling feeling of being chased. Games like tag and hide and seek are great places to start. Even going as far as giving your learner a football as you chase them down can satisfy that feeling of pursuit while teaching the first steps towards a recognizable game. All in all, these activities are more structured and keep the learner safer than they would be should they simply be running to an unsupervised area.
The big take away?
Don’t immediately jump to the conclusion that your learner’s elopement behavior is escape. Take a deep breath. Look at the data. And know that there is actually another possibility function-wise. This perspective can lead to more effective interventions and a better understanding of the child's needs.
More on teaching “tag” and other related topics in the coming weeks!
Stay tuned for more insights and strategies, and as always, feel free to share your thoughts and experiences. For more tips and skill areas, check out my resources at bxmastery.com, and don't forget to comment, subscribe, and share the post to keep the conversation going.
Thanks a lot, guys!
Martin Myers is a BCBA with a passion for helping improve the field of ABA. He is the creator of BxMastery, with over 4,000 goal ideas, sequenced, to inspire your programming. With 10+ years of experience in the field, he’s dedicated to empowering others and fostering positive change through effective leadership and communication. Connect with Martin on LinkedIn, Facebook, Instagram, and TikTok for more insights and updates.